This meta-analysis aims to study research on enrichment programs for gifted students and synthesize the effects on cognitive and affective skills reported by studies conducted between 2014–2024 years. During the screening process, the focus was on quantitative studies published between 2014 and 2024 that explored the influence of enrichment programs (ER) on cognitive and affective abilities of gifted students. Searches were carried out in Web of Science and Scopus databases for publications in English. The researchers examined publication bias by analysing data using various methods, including the funnel plot, Begg’s test, Egger’s test, and trim-and-fill test. Additionally, the researchers utilized Classic fail-safe N and Orwin’s fail-safe N values for further analysis. Hedges’s g was used to report the magnitude or strength of the standardized mean differences between groups in a study as effect size, since it provides effect size for smaller sample sizes. A total of 16 publications included in this meta-analysis, and results demonstrated that enrichment programs had a large effect on cognitive skills (g = 1.14, 95% CI [.83, 1.45], under random-effect model), a medium effect on affective personal skills (g = .51, 95% CI [.30,.73], under random-effect model), and small impact on affective social skills (g = .44, 95% CI [.23,.66], under random-effect model). This review underscores nuanced findings focusing on sub-domains of achievement, higher-order thinking, and personal and social-affective skills. The overall results implied that enrichment programs play a significant role in fulfilling both the cognitive and non-cognitive needs of gifted students.

Gifted students are exceptional learners who need differentiated education. Enrichment is the most prevalent differentiation strategy including supplementation learning experiences of the depth, breadth, or intensity of content and process as appropriate to the student’s abilities and needs. Given the importance of assuring such education, the aim of this study is to investigate the trends related to enrichment in recent years by focusing on the bibliometric results of previous studies in the literature on enrichment in gifted education. For this goal, a total of 296 publications on enrichment gathered from Scopus and Web of Science databases were analyzed in terms of different bibliometric variables, and they were presented with visuals and tables. The PRISMA model was used for data collection and RStudio was employed for data analysis and image/table creation. The results of the study showed that the most frequently used keywords in research in both databases were “enrichment program” and “gifted students”. In both databases, the countries that had the highest number of publications were determined as USA and Germany. Furthermore, it was also determined that the top three most cited authors in scientific creativity studies in both databases were Joseph Renzulli, Sally M. Reis, and Marcia Gentry. The highest number of published contributions to the field was made by the University of Connecticut and Purdue University. The most active journals in the field are Gifted Education International and Roeper Review. Researchers interested in enrichment for gifted students can benefit from the results of the present study.

This study examines the impact of participation in AR integrated enrichment (GIFTLED Method) workshops and classroom implementations on teachers’ competencies in differentiation practices and the use of Instructional Technologies (IT) in the STEAM education of gifted students. Focusing on the development of teachers’ Gifted Technological Pedagogical Content Knowledge (GTPACK), the research analyzes the progression of teachers’ abilities to tailor curriculum elements such as content, process, environment, and equipment, incorporating both hardware and software tools. Data were gathered through pre- and post-interviews and field notes to assess changes in teachers’ concpetions, competencies, and strategies in differentiation. Data was analysed with MAXQDA that helped to demonstrate qualitatively and quantitatively. Results indicate a significant improvement in teachers’ confidence and ability to integrate IT into their instruction, allowing for more personalized and creative learning experiences for gifted students. However, findings also reveal that teachers require ongoing professional development to address gaps in their GTPACK competency. The study highlights the importance of sustained support and structured training in fostering effective use of IT in differentiated instruction for gifted students, with implications for advancing gifted education practices.

This qualitative study explores the role of teachers' technological self-efficacy in integrating advanced tools, such as augmented reality (AR) and digital design software, into their instructional practices for gifted students. Through semi-structured interviews and classroom observations of three science teachers at a Science and Arts Center (SAC) in southeastern Turkey, the study examines the intersection of self-efficacy, technological pedagogical content knowledge (TPCK), and gifted education. This study employed a qualitative research design, specifically utilizing a case study approach. Thematic analysis revealed five key themes: (1) Technology Integration, highlighting the use of AR and digital tools to enrich learning experiences; (2) Impact on Learning, showing how technology increases student engagement and retention; (3) Teachers' Technological Self-Efficacy, demonstrating that teachers with higher self-efficacy were more confident in using and experimenting with technology; (4) Differentiated Instruction, emphasizing the role of technology in tailoring learning experiences for gifted students; and (5) Barriers and Challenges, identifying obstacles such as limited resources and insufficient professional development. The findings suggest that while technology has significant potential to enhance gifted education, there is a pressing need for ongoing training and institutional support to address barriers and strengthen teachers' technological competencies. The study provides practical recommendations for improving technology integration in education and advancing teachers' technological self-efficacy.

Bu çalışmanın amacı, özel eğitim öğretmenlerinin teknolojik pedagojik alan bilgisi uygulama yeterlik düzeylerinin yaş, eğitim durumu, mezun olunan alan, öğretmenlik deneyim yılı ve özel eğitim öğretmeni olarak deneyim yılı gibi çeşitli değişkenlerle nasıl ilişkili olduğunu belirlemektir. Bu çalışmada ilişkisel tarama modeli kullanılmıştır. Bu çalışma Türkiye'nin farklı bölgelerinde görev yapan 301 öğretmenin gönüllü katılımıyla gerçekleştirilmiştir. Veri toplama aracı olarak kişisel bilgi formu ve Teknolojik Pedagojik Alan Bilgisi Uygulama ölçeği kullanılmıştır. Veriler, katılımcıların tüm alt boyutlar açısından kısmen yeterli olduğunu göstermiştir. Yaş, mezuniyet alanı ve deneyim yılı değişkenleri açısından tüm alt boyutlarda istatistiksel olarak anlamlı bir fark yoktur. Öğrenciyi tanıma, konu içeriği ve uygulamalı öğretim değişkenlerinde 21 yıl ve üzeri deneyime sahip olanlar lehine istatistiksel olarak anlamlı bir fark bulunurken, program tasarımı ve değerlendirme alt boyutlarında anlamlı bir fark bulunmamıştır.

This study investigated the mediating role of nomophobia in the impact of executive function on problem-solving skills among a sample of Turkish gifted middle school students. This study employed a quantitative, non-experimental design using a relational screening model. For this study, data were collected in August 2024 at Science and Art Centers using a random sampling method. 284 gifted students were surveyed using the Executive Function Scale, the Reflective Problem-Solving Scale, and the Nomophobia Scale. A mediation analysis was employed using SPSS. The results revealed a significant relationship between executive function and nomophobia, with specific components of executive function (stimulus control, impulse regulation, working memory storage) showing a positive association with nomophobia, while others (retrieval, cognitive flexibility, behavior regulation) were negatively related. A negative correlation between nomophobia and problem-solving skills was also found, indicating that nomophobia impairs cognitive processes essential for problem solving. The study further revealed a positive link between executive function and problem-solving abilities, emphasizing its importance in cognitive tasks. Importantly, nomophobia was identified as a mediator in the relationship between executive function and problem solving, indicating that anxiety related to nomophobia diminishes both executive function and problem-solving performance. In total, 74% of the variance in problem solving is explained by executive functions and nomophobia. The findings underscore the need for interventions aimed at enhancing executive function and mitigating nomophobia, which could lead to improved problem-solving skills in gifted students. The study concludes by discussing its limitations and offers suggestions for future research, including the necessity for longitudinal studies.